Today, on September 27, St. Michaels University School students gathered on their respective campuses to commemorate the National Day for Truth and Reconciliation (NDTR). This day is honoured as a national statutory commemoration on Monday, September 30. Several students wore orange shirts to school to mark the weight of the story and movement told by survivor Phyllis Webstad.
Each of the Junior, Middle and Senior School had a formal NDTR ceremony and spent a part of the day both learning and reflecting in a guided way that honours the differing ages, levels of knowledge and emotional maturity per grade. Longtime Indigenous Guide, Bill White, from the Snuneymuxw First Nation, was instrumental in advising on the content and structure of the day and ceremonies.
At all three schools, students read aloud a common BC-based story, shared with us by Elder Bill White. It’s entitled “Shin-chi’s Canoe” and was written Nicola Campbell and illustrated by Kim LaFave. The ultimately uplifting story is described by the students this way: "The story is about two young children - a boy named Shin-chi and his older sister Shi-shi-ekto - who were sent to a residential school. Although they were forbidden to visit or speak with each other for a whole school year, they both show great resilience while having to overcome the many hardships that they faced."
The Junior School ceremony started first thing in the morning. Grade 8 student Abi P. performed a traditional Metis jig dance for the Junior Kindergarten to Grade 5 students.
In the mid-morning the Middle School ceremony took place in the Chapel at the Richmond Road campus. The ceremony featured remarks from Dylan Thomas, a multi-talented visual artist from the Lyackson First Nation, whose knowledge sharing and art is seen on both campuses in the form of the Welcome Pole at the Junior School and the Spindle Whorls around Senior School. Middle School students came together before the ceremony for thoughtful discussion and spent time reflecting and journaling after the ceremony.
Later in the afternoon, the Senior School gathered in the gymnasium for a ceremony that again incorporated the thoughtful words from Dylan Thomas. Traditional songs and prayer were offered to surround and protect students, and a common story was read aloud. Educators who facilitated the discussions that took place before and after the ceremony underwent training to ensure that they approach this learning in a way that is age-appropriate, trauma-informed, and reflective of the advice and guidance we have received.
We thank Oqwilowgwa, Elder Kim Recalma-Clutesi (of the Qualicum First Nation), who has graciously agreed to advise us in an ongoing capacity as our other Indigenous Guide and those who were present today including Indigenous Guide, Bill White, from the Snuneymuxw First Nation, drummer Wes Edwards, who has ties to the Malahat Nation and Cowichan Tribes, and who sang three songs including the "Victory Song," and Dylan Thomas, who spoke about his professional journey as an artist, emphasizing cultural revitalization, and offering an optimistic contrast to the heavy history of residential schools.
The below students were also a key part of the ceremonies today:
- Grade 5 students Evelyn, Cici and Taylor worked with teacher Angelina Agathoklis to produce illustrations for the closing prayer
- Abi P., Grade 8 (Métis ties that lead back to the Red River region of Manitoba)
- Pyper T., Grade 8 (ties to the Metis people and Algonquin territory through mother and late grandfather)
- Rhys B., Grade 8 (third-generation Canadian with Dutch ancestry invited by his Indigenous peers to co-host with them, in recognition of his strong character and ongoing allyship)
- Matthew Nacey, Grade 9 (from the Animakee Wa Zhing First Nation located in Northern Ontario)
- Haley Paetkau, Grade 10 (from Penelakut First Nation near Ladysmith)
- Addy Newman-Ting, Grade 9 (In addition to Chinese and Settler ancestry, through her father, is Kwakwaka'wakw from Fort Rupert)
- Sophie De Launiere, Grade 11 (recently begun to learn about her Wendat ancestry)
Learn more about how we approach truth and reconciliation with care and respect.
